inside this issue - education.gov.pg
TRANSCRIPT
TT he independent taskforce that was established to investigate and review
all current policies and reports on examina-tion cheating and certification presented its report to the Education Department during a media conference at Parliament House on Wednesday 6th August, 2016.
The investigative team was tasked to come
up with clear policy recommendations on
how the examinations and certification sys-
tem can be reformed in both the short and
long term.
The Deputy Chairman of the investigative
team Dr Arnold Kukari said key issues in the
national examinations malpractices in
schools have been identified and exposed
for the Department to address.
Described as a comprehensive but not ex-
haustive report, it gives an insight to exami-
nation loopholes and has come up with 62
recommendations for the Department to
Inside this issue:
Education receives exam cheating report 1,2
Launch of Braille Embosser machines 2,3
Boost Literacy Level 3
Rise in Literacy Rate in ENB 3
TVET White Paper—2017 to 2021 4,5
Pledge of Appreciation—Sister School Agreement 6,7
2nd Quarter Teachers College Principals Meeting 8
Launching of 2016 National Book Week 9
NBW NCD Secondary Schools Quiz Competition 10
Donation of vehicle to QUIS-ME Project 10
TSC advisers to be based in provinces 11
2016 TVET Principals Brief 11
National Literacy Week Messages 12,13
Education Calendar Activities for 4th Quarter 14
Acting Secretary’s Message 15
examination marking process but has made
several recommendations for addressing in
this area.
Investigations were carried into 10 provinces
with interviews conducted at the Measure-
ment Services Division, provincial education
advisors, school principals and deputy princi-
pals and the Government Printing Office over
the past three months.
“Examination malpractice is a critical issue
affecting the PNG education system and un-
dermines the credibility of the certification
process and the quality of learning outcomes
of education,” Dr Kukari said.
VOLUME 3, ISSUE 3 JULY—SEPTEMBER 2016
“ Q U A L I T Y E D U C A T I O N A N D T R A I N I N G F O R A L L ”
implement.
Dr Kukari pointed out various loopholes which
include lack of written policies and protocols to
guide and monitor the performances of examina-
tion officers; break down of security at various
points of the examination
process; lack of protocols in
handling highly confidential
documents; provinces impli-
cated have not taken proac-
tive measures to mitigate problems; examination
processes highly politicized in some provinces and
the socio-cultural and parental expectations of
children have forced below average children to
cheat.
The investigation team had also discovered that
the ‘bottleneck effect’ created by the depart-
mental policy for all students to exit from year 12
is a cause for malpractice in itself.
The investigation team has not investigated the
“Every student that sits for the examination must be on
the same level playing field and is given that fair
opportunity to excel further in their education.”
Minister nick kuman
Continued to Page 2
EDUCATION Minister Hon. Nick Kuman being handed the examination cheating report by the Investi-
gative Taskforce Deputy Chairman Dr Arnold Kukari while senior education officers look on.
Page 2 Education Pipeline
CC hildren with special needs will be able to attend regular schools along with their
peers made possible with the launching of 4 braille embosser machines.
The event was held at the PNG Education Insti-tute hall on 29th July 2016 witnessed by chil-dren with special needs from Inclusive Educa-tion Resources Centres, education officers and the Australian Government DFAT officers.
Persons with disabilities and special needs must fully and effectively participate in the society
and must be supported in all aspect of education.
The braille usage, a system of reading and writing by touch, will assist DoE to emboss PNG teaching and learning ma-terials and examination papers that can be provided to blind and visually im-paired students.
The embosser machines were present-ed to DoE Deputy Secretary Dr Eliakim Apelis by the Australian High Commis-
Amongst the recommendations is the setting up
of an independent assessment organization to
handle the national examinations that should
minimize the issue of cheating.
He said the establishment of this organization
would monitor the examinations and could
engage independent examinations writers to
come in and write the exams.
He said with the 62 recommendations, they are
already in the process of reforming the exami-
nations systems. “The shift from using manual
to processing the exams where exam writers
come to set exams for a long time will now have
exams inputted in the computer and they will
be password guarded, and items saved onto the
server.”
Another recommendation include printing and
proof reading of exams to be done in Australia,
as well as packaging the exams before they are
transported to Papua New Guinea, and then
dispersed to the provinces.
He said security in the process of examinations
was an issue and the investigative team is con-
vinced that the recommendations should help
the Department improve the system from
cheating and other malpractices.
Minister Kuman thanked the team upon receiv-
ing the inclusive report on examination mal-
practices and asserted that issues that emerged
in 2010 will now be looked at thoroughly
starting this year.
He said the Department will immediately look
into the 62 recommendations and vigorously
overhaul the system so that there is total integ-
rity in the examination and certification process
in the long term from the headquarters right
down to the students.
“Every student that sits for the examination
must be on the same level playing field and is
given that fair opportunity to excel further in
their education,” he said.
The minister said it is through this process that
“we want to select the best students to enter
our tertiary institutions in the country”.
“The National Government has invested im-
mensely in education and we want the education
system transformed to meet the challenges
ahead and that is to ensure that every child is
given that opportunity for progress further
through the proper process to become successful
in their lives.”
“I call upon the Acting Secretary and the top
management team to take heed of the
62 recommendations and take immedi-
ate actions to reform the examination
system,” Mr Kuman said.
Acting Secretary Dr Uke Kombra agreed
that the recommendations will be looked
at critically and implemented starting
with the 2016 Grade 8, 10 and 12 nation-
al examinations.
He said the department has started im-
plementing some of the practical recom-
mendations while others will take time.
However he said the department is total-
ly committed to ensuring that the recom-
mendations are looked at thoroughly
and acted upon seriously for the better-
ment of our education system now and
into the future.***
DR Eliakim Apelis, Deputy Secretary for Schools & Education Standards Directorate gets the first feel of the
embossed paper printed out from the braille embosser machine while senior education officers and Australian
delegation witness and embrace the special occasion.
Continue to Page 3
EXAM CHEATING REPORT FROM Page 1
Page 2 Education Pipeline
E very sector of the community in PNG needs to make a more collective effort
to help raise the level of literacy, says Educa-tion Minister Nick Kuman.
Current glimpse does not provide a respectable outlook despite 40 years of independence. As it is now, PNG’s literacy rate is low, at 56.2 per cent, according to the 2000 National Census. The national literacy rate for women is at 51 per cent and male at 61 per cent.
According to the 2010 PNG Household Income and Expenditure Survey Report, there is an increase in the national youth literacy rate from 66.5 per cent in 2008 and 67.5 per cent in 2009 to 78.8 per cent for the age group of 14-25 and 67.75 per cent for the age group from 26-50.
Data also shows urban youth literacy at a rate of 93 per cent and rural youth at 73 per cent.
Furthermore, the national female youth litera-cy rate also increased to 74.6 per cent. ***
E ast New Britain Province is one of two provinces with a high literacy rate which
is above the global literacy rate.
According to the 2000 National Census, the literacy rate for ENB was at 81.6 per cent. While in 1990 its literacy rate was 73.4 per cent, an improvement of 8.2 per cent.
The challenge has not been bestowed upon all levels of government and other agencies to fully recognize the importance of being literate and prioritize education as very important to any child’s or adult’s integral initiatives.
There have been contributions from the churches and non-government organisations towards literacy initiatives.
The Churches and NGOs efforts must be ap-plauded for providing both the children’s and adult’s literacy programs using their own re-sources, instead of waiting for government handouts.
The current partnership with the Department of Education is valued as they truly support literacy in both formal and informal setting.
PNG’s literacy rate is low at 56 per cent so this should provide the impetus for all provinces to place more emphasis on literacy related activi-ties though adequate funding right down to the ward council level. ***
sion’s Counsellor for Development (Education), Ms Suzzane Edgecombe. They have been in-stalled at the Measurement Services Division and other Inclusive Education Resource centres at Gerehu, NCD, Goroka and Rabaul.
Dr Apelis acknowledged the Australian Govern-ment’s support and said the Department was grateful for the purchase of the braille ma-chines.
“These machines will help the blind and vision impaired students in PNG attend and remain at school as we can now develop and provide them with the materials they need to learn,” he said.
Dr Apelis said the teachers can also learn to master the braille in order to help the child learn and develop normally from elementary school to university level.
The availability of these machines reflects that PNG as a signatory to the UN’s Conventions of the Right of Children and Persons with disabil-ity’ is recognized and valued.
The principles of: no discrimination, respect, participation and inclusion, accessibility and equality between men and women, girl and boy have been considered and upheld.
Dr Apelis said the Department with the help of development partners will continue to recog-nize and uphold the UN Conventions and as a signatory is obligated under International Law to provide for the marginalized children and persons with disabilities in the national school system.
Ms Edgecombe said the launch of the braille machines reflects how the governments of Aus-tralia and PNG are working together to made
Continue from Page 2
education more available to people with a range of disabilities.
“Australia and PNG recognized the im-portance of including people with disa-bilities in their development activities. Research shows that some 15 percent of the world’s population have disabilities and that people with a disability are at greater risk of experiencing poverty,” she said.
“We know that educating people with disabilities brings more knowledge and different perspectives to the decision-making tables, whether it be in govern-ment, business or the local community. This leads to better-informed, more in-clusive policies for promoting economic development,” she said.
As of 2016, the 23 Inclusive Education Resource Centres have increased their service provisions from 1,024 students with special needs in 1994 to 8,686 students.***
Boost literacy levelBoost literacy level
Literacy rate high in ENBLiteracy rate high in ENB
S ENIOR TVET Officers held a 5 days Work-
shop at Hideaway Hotel from 1st to 5th
August to develop a TVET White Paper to pro-
vide clear direction for TVET development in
Papua New Guinea for the next 5 years.
It was aimed at addressing the current issues
pertaining to the TVET Sector both at the Na-
tional and Provincial levels.
The purpose for formulating the white paper is
to tackle the very urgent and pressing issues
that have been neglected over the years.
The workshop looked at eight (8) key areas.
These were:
1. TVET Financing
2. Legislation and Policy
3. Governance, Management and Leadership
4. Infrastructure
5. Tools and Equipment
6. Staff Development and Training
7. Programs Performance and Expansion
8. Curriculum development & implementation
TVET WHITE PAPER FOR 2017—2021
“Bridging the future through TVET Institutions in PNG”
Page 4 Education Pipeline
This whitepaper will identify the core issues
and challenges and the significance to the pub-
lic TVET system particularly the Department of
Education TVET Institutions in Papua New
Guinea. It notes eight major areas that hinder
the progress and development of TVET system
in delivering quality skills training, and makes
nine (9) recommendations for action by the
organization.
The major challenge is Financing TVET. Financ-
ing TVET is a key issue in implementing strate-
gies to change TVET and address Government
priorities. In spite of the contributions that
TVET can make to socio-economic develop-
ment, budget allocations are relatively small
compared to overall education expenditure.
Various studies and documentations have
recommended for increased funding and
have raised similar concerns yet less or no
attention has been given to strategically
address these challenges.
The challenges identified in this paper are
key priority areas of TVET which are also
mentioned in the TVET Policy 2011 and
TVET Strategic Management Plan (SMP)
2011-2020 particularly, the Eight Major
Learning Outcomes. The report on Needs
Analysis Study of PNG TVET Colleges, 2011
was also consulted for clear perception of
situations in TVET institutions. The inten-
tion is to complement existing plans and
achieve the outcomes by identifying the
challenges and addressing them for a better
TVET system in PNG.
The following core issues/problems must be
immediately addressed. It will require time,
energy, resources and individual commit-
ment to make change become reality.
Inadequate Financing
Legislation and Policy
Lack of Governance, Management and
Leadership
Poor Infrastructure
Lack of adequate tools and equipment
Staff Development and Training
Mismatch TVET Programs
Inadequate resourcing for Curriculum
development & implementation
STANDING L-R: Daniel Tovu, Senior TVET Inspector; Damon Tiromry, Director TVET Curriculum Trades; Reuben Aue, Director TVET Provincial Operations; Thomas Aiye, Senior Curriculum Officer; Wilson Garu, Director Profes-sion Branch SITTING L-R: Nigl Zerike, Director TVET Inspections, Stellina Serguis, AS—TVET Inspections & QAM, Monica Maluan, FAS TVET Operations and Standards; Lino Bakaka, Director Technical/Business colleges/NPI
Understanding the problems on hand, it is
evident that TVET operates within very limited
resources to address government policy direc-
tives at a broarder context and achieving mini-
mum results. Therefore, the challenges and
issues are discussed in length, providing possi-
ble solutions and expected benefits.
The recommendations stated at the end of this
paper are not to be DoE or government’s re-
sponsibility alone, but will also require shared
responsibility of all stakeholders including de-
velopment partners. The future direction for
TVET is to become an Autonomous Entity under
an Act of Parliament to administer its functions
effectively.
RECOMMENDATIONS
It is recommended that;
1. TVET Directorate to establish and fully
equip TVET Curriculum Material Production
Centre (TCMPC) which will become the
central location for curriculum development
and dissemination of instructional and
learning resource materials;
2. TVET Directorate to re-establish TVET Flexi-
ble and Open Learning (FOL) for the mass
population requiring skills training to people
in the remote areas, working class, smaller
islands and communities who are unable to
attend a face to face delivery. This is in
support of TSMP Major Learning Outcome
7: Establish a TVET Flexible and Open Learn
Learning (FOL) Institute ;
3. TVET BOS to be re-established immediately
as per the requirement under the Education
Act, chapter 163. The BOS is to be set up by
the Minister for Education to deal with
policy matters in accordance with Section
27 (1) of the Education Act. The functions of
the Board of Studies (Education Board of
Studies Regulations 1986) are to be rein-
stated and functional to address outstand-
ing issues such as validation and endorse-
ment of the curriculum for implementa-
tion;
4. Provincial TVET Coordination Office should
be constructed per province to accommo-
date TVET operation, curriculum and in-
spection functions in the province;
5. Department of Education to establish TVET
Teachers College to provide specialized
training programs in TVET to meet the
needs of new and existing teachers in the
country. This is to support the current ca-
pacity of our universities towards TVET
Teacher Training;
6. TVET Policy and TSMP should be reviewed
to capture key challenges and highlight
important considerations and actions for
improvement of TVET System/operations
including recommendations from the TVET
Whitepaper;
7. The current TVET organisational structure
should be reviewed to accommodate the
changing needs and demands from the
institutions, stakeholders and the indus-
tries;
8. A high level working committee should be
established to carry out a feasibility study
into the possibility of establishing TVET
Autonomy such as TVET Ministry. This is in
support of TSMP Major Learning Outcome
which is to legislate a Regulatory frame-
work for TVET in consistent with the Na-
tional Government’s Vision 2050; and
9. Source funds for major infrastructure de-
velopments for TVET Institutions.
FUTURE DIRECTION
The whitepaper strongly recommends that a
high level delegation working committee to be
established to carry out a feasibility study into
the possibility of establishing an autonomous
entity that will effectively manage and admin-
ister the operations of TVET system to improve
service delivery in PNG. TVET’s progress in the
current Ministry is suppressed as it is only a
small division of the entire Ministry which
is made up of general education divisions.
The whitepaper further calls for a review
for a greater, autonomous, and an inde-
pendent TVET system as a separate Minis-
try to coordinate the ever-increasing de-
mands for TVET. The idea of TVET becom-
ing Autonomy is not new; it has been
widely discussed and mentioned by many
studies such as Needs Analysis Study of
PNG TVET Colleges, 2011. The recommen-
dations made in those studies have not
been seriously advocated by TVET man-
agement and also lack strong political
support.
This move for Autonomy is crucial and
appropriate to prepare TVET for the chal-
lenges ahead in meeting government
policy directives. For effectiveness and
efficiency, TVET’s present structure has to
be reviewed and restructured according
to changing needs and demands. There-
fore, the change is suggested in two fold;
one as an autonomous organization simi-
lar to that of TSC and OLA under the DoE
current structure, secondly as a depart-
ment under a new Ministry to be known
as TVET Ministry. ***
Page 5 Education Pipeline
Page 6 Education Pipeline
“PLEDGE OF APPRECIATION” HANDOVER CEREMONY
& SISTER SCHOOL AGREEMENT PROGRAM
SS endai Ikuei Gakuen High School Del-
egation from Japan arrived in PNG
on 31st July 2016 to show their apprecia-
tion and express their word of thanks to
schools that assisted in relief funds for the
Great East Japan Earthquake in 2011.
As a token of appreciation the school do-
nated 4 long containers of school furniture
to schools in PNG.
Four schools that benefited were Port Mo-
resby National High School, Jubilee Catho-
lic Secondary School, Sogeri National High
School and Wardstrip Primary School.
On Monday 1st August the delegation to-
gether with the Japanese Ambassador His
Excellency Morio Matsumoto paid a cour-
tesy call on the Education Headquarter.
Mr Godfrey Yerua, Deputy Secretary for
TVET & Unesco stood in for Dr Kombra
who was away on duty travel. The ceremo-
ny was held in the presence of recipient
schools, senior education officers and staff
and the media.
After the singing of the PNG national an-
them and citing of the National Pledge Mr
Akinori Ito, the Chief Advisor for Mathe-
matics and Science Education Project in
PNG played two videos to give an insight
on the purpose of the visit. The first video
was about the fund raising activities car-Continued to Page 5
ried out by the DoE staff and schools and the
other video was a promotional video on Sen-
dai Ikuei Gakuen High School itself.
Ms Bernadette Ove, Principal of Jubilee Cath-
olic Secondary on behalf of the recipient
schools thanked the Government of Japan
and its people for the continuous support to
the education sector in which the education
sector has benefited tremendously. She high-
lighted many programs the Government of
Japan has carried out like the Japanese volun-
teers now teaching in many parts of the coun-
try.
She also added that a lot of school infrastruc-
ture were built and many teachers and DoE
staff have benefited from technical training
both here and abroad. Further she said one
more noticeable project is the EQUITV Televi-
sion Program that is aired on EMTV for
schools throughout the country.
Ms Ove thanked the Sendai Ikuei Gakuen High
School for the donations which were being
put to good use by the recipient schools.
In his remarks the Japanese Ambassador His
Excellency Morio Matsumoto expressed his
sincere gratitude for the opportunity to en-
hance friendship with the people of both
countries. He said the people-to-people ex-
change is very important as it creates strong
bonds through cooperation and commitment
by all concerned.
“I consider that education is the foundation for
the development of this country. The Govern-
ment of Japan gives priority to assistance in
education and for exchanges among young
people of both countries as the support to edu-
cation provides the foundation for further de-
velopment of PNG,” he said.
Ambassador Matsumoto said PNG and Japan
have a long standing history long before the
independence of PNG. Both countries have
overcome the difficulties and enjoyed cordial
and friendly relations in the post war period.
Moreover, Prime Minister Shinzo Abe paid a
historical visit to PNG in July 2014 which lifted
Japan-PNG relations into a new era.
He said, “Today, we enjoy excellent relations of
trust and friendship thanks to diplomatic ex-
changes, Japan’s Overseas Development Assis-
tance (ODA) programs, commercial activities by
private companies as well as activities of NGOs
and non-organization (NPO) including Japan
PNG Association, Asian Pacific children’s Con-
vention (APCC) and Bridge Club PNG. These are
major contributors that have improved the
friendship between our two countries.
He expressed his determination to continue to
provide assistance in the education sector and
Page 6 Volume 3, Issue 2
promote people-to-people exchanges between Japan
and Papua New Guinea.
“I am very pleased to learn that Sendai Ikuei Gakuen
High School donated school furniture to schools in PNG
and also that it is going to have a sister school arrange-
ment with Sogeri National High School which should
go a long way in strengthening friendship among stu-
dents from both schools in the future,” he said.
Mr. Yerua acknowledged the presence of the Japanese
Ambassador and welcomed the Sendai Ikuei Gakuen
School delegation to Papua New Guinea.
He thanked the Sendai Ikuei Gakuen School, teachers
and board for its generous contribution and support to
PNG schools.
“Both countries are prone to national disasters so the
continuous cordial friendship and cooperation shown
will go a long way in strengthening our relationship and
bond,” Mr. Yerua said.
The occasion concluded with exchanges of gifts be-
tween the department and Sendai Ikuei Gakuen High
School delegation.
On Tuesday 2nd August the Sendai Ikuei Gakuen
School delegation visited Sogeri National High School in
the Central Province and saw the school furniture they
donated being put to good use. The Sendai Ikuei
Gakuen School then signed a Sister School Agreement
with Sogeri National High School.
Sendai Ikuei Gakuen High School began in 1905 and
has more than 60 Sister Schools in 12 countries from
all over the world. The international students studying
there are supported throughout their stay and can
experience real Japanese lifestyle living with Japanese
families. The chance to exchange with the Japanese
students raises opportunities for international friend-
ships and commitment. It also guarantees admission
into over 250 Japanese Universities. Sendai Ikuei
Gakuen students also travel to see other countries to
experience the culture and lifestyle.
The signing of Sister School Agreement will see Sogeri
NHS students attending schools in Japan in the near
future.
The Japanese delegation then visited three other NCD
schools. They also visited PNG Defense Force HQ to see
how the musical equipment that they donated were
put to use. The team thanked everyone for the warm
welcome and the hospitality given to them while in the
country. The team flew out the next day. ***
Continue from Page 5
CHAIRMAN and Principal of Sendai Ikuei Gakuen School Mr. Takehio Katoh at Sogeri NHS with
Mr. Maxton Essy, FAS Provincial Services, School Principal Kive Kererembo, staff and students.
Page 8 Volume 3, Issue 2
P rincipals from the National Teacher
Training Institutions gathered at Bluff
Inn Motel for their 2nd meeting of the year
from 1st to 5th of August 2016 .
The main aim of the meeting was to discuss
and find new strategies and directions to
improve the current inspections system in
Teacher Education Division (Teachers’ Train-
ing Colleges, Inclusive Education Resource
Centres, and Elementary Trainers).
The theme was: Improve, Reform, Restore
Confidence in Teacher Education through
Inspections.
The purpose of the Meeting was to:
1. inform the principals that as from 2016
onwards, inspections is going to be a
shared responsibility between Teacher
Education Division inspectors and the
principals of Teachers’ Colleges in-
specting base level lecturers and write
reports for ratings.
2. provide appropriate input to the selected
Secretary’s Instructions and Circulars,
before these can be submitted for sign-
ing.
3. observe lecturers teaching (PNGEI &
SHTC) and practice writing reports,
4. critique reports and learn from one an-
other so that standard of writing reports
is at an acceptable standard (JNRC, In-
spections and not advisory, etc.)
In concluding the week long workshop Dr
Eliakim Apelis, Deputy Secretary Schools &
Education Standards congratulated the prin-
cipals for attending the meeting. He said it
was pleasing to note that everyone were
sharing ideas and experiences with fellow
colleagues on the inspection process.
He encouraged everyone to adopt the ideas
and strategies acquired to manage their col-
leges professionally. He said despite disagree-
ment on certain areas everyone was able to
understand the core message.
“Do not look at inspection as a way to disci-
plining your officers but look at it as a way of
developing strategies to improve staff profes-
sionalism. I hope you look at inspection pro-
cess as a way in which you correct and refine
your tasks while working with your staff,” Dr
Apelis said.
He said inspection is not a process to crucify
people but a professional development pro-
cess to identify weaknesses and develop ami-
cable strategies to achieve the intended goals
and objectives that we are mandated to do
within our core functions and responsibilities.
Dr. Apelis highlighted the need to relook at
the inspection system thoroughly and devel-
op strategies that can be applicable to today’s
demands. He said the inspection system was
put in place before Independence.
“We now have highly educated people in the
education sector. Let us not borrow and
adopt what is being practiced overseas that is
good for them and apply to our system,” he
said.
He called for the need to rethink and strate-
gize differently taking into consideration the
different tribes and languages in the country.
He called on certain areas of the inspection
process that have not worked and apply prac-
tical responses for the betterment of the PNG
education system.
Teacher Education Division Acting Assistant
Secretary Allan Jim thanked the participants
for the successful workshop.
He said the division is working towards improv-
ing and restoring confidence in the teacher
education system. He added that the division
has addressed many issues highlighted at the
national, provincial and institutionally level.
The division is now placing workable strategies
to improve the system.
“The future generation’s prospect in nation
building lies with whatever seed we plant to-
day. The type of in-service sessions and train-
ing programs for lecturers and teacher trainees
must be constant and consistent with the re-
quirements of the standards-based education
when imparted to students in the classroom.”
he said.
Mr. Jim said that at the present the division is
looking into the areas of reforming the inspec-
tion and induction processes, reviewing of the
inclusive education policy, institutionalization
of Elementary CET, standardization of all pro-
grams in colleges and auditing all curriculum
resources. ***
Page 9 Volume 3, Issue 2
THE OFFICAL LAUNCHING OF THE OFFICAL LAUNCHING OF
2016 NATIONAL BOOK WEEK2016 NATIONAL BOOK WEEK
TT HE National Book Week is an important
event in the annual Education Calendar
for schools in PNG. It is held in August every
year.
It highlights the significance of books and
their impact on individuals from reading.
This year’s theme was “READ” meaning read,
educate, advance and develop.
The opening ceremony was held at the Na-
tional Library on 1st August 2016 and was
attended by schools, book publishers, educa-
tion officers, various stakeholders and the
general public.
In his opening remarks Mr. Kakaito Kasi, Direc-
tor General, Office of Libraries & Archives
(OLA) said the 2016 National Book Week is
very special because the OLA is preparing to
deliver the much needed libraries, archives
and record services throughout the country.
The OLA is developing a ten (10) year plan that
is basically aimed at enabling access and sus-
tainable libraries, fair and equal distribution
services and also ensure there is quality in
service delivery.
The vision of the 10 year plan is to provide
easy access to vital information for nation
building through a central information system.
The mission is to deliver effective library and
archive records and service throughout PNG.
The goal is to provide libraries and archives
services to the general public through effec-
tive structures, sound policies, effective pro-
cesses and systems that enhance knowledge
development for nation building.
The strategic plan is a National Government
directive to re-establish all libraries and ar-
chive services that have collapsed or closed.
After independence the country has around
20 libraries however these are now closed.
In the new 10 year plan and with the support
of partners, the OLA will ensure that these
vital services are restored by 2025. All public
libraries should be opened throughout the
country.
The OLA also has plans to restore the district
libraries that is why the departmental part-
ners like Provincial Affairs is very important in
OLA’s endeavor to deliver these services.
Although we have a huge task ahead, we will
need the support of all the stakeholders from
communities, parents, schools, teachers,
provincial governments and partners.
Under the current leadership the door is open
for all stakeholders to help to drive the policy.
The partners have the resources that we
don’t have. They also go places where we
cannot go therefore it is important that we
walk and talk together.
The National Government has invested heavi-
ly in the education system over the years. The
NLAs as part of the government entity has a
important role to play in nation building.
We have forgotten the important of reading.
Reading is also part of learning. Reading is a
skill or an art of its own which you can ad-
vance yourself. Reading is powerful and that
is why the theme for this year is “READ”.
When you read a book, you educate yourself
and in doing do you become more advance
and develop.
The current illiteracy rate in PNG is 56.2% and
it is very high in world standard. There is a
huge gap between people who can read and
those who cannot. Children are out of school
every year and the gap widens every year.
Why can we bridge this gap? There are many
factors we know of that are associated with
these problems.
But we must be mindful that there are also
pathways that we can encourage our children
to take and learn even when out of school.
There are many successfully stories in the
world today on people who relieved on read-
ing books and are successful in their lives. So
books play an important role in the society.
Teacher and students spend 5 hours of
teaching and learning in the classroom.
What do they spend most of the hours? The
theme of this year is “READ”. It encourages
us and reminds every teachers and students
to spend extra time to read. We need to take
ownership of those hours.
Schools must spend their TFF funds wisely by
buying books instead of other non-essential
things like trucks that do not contribute to
quality learning. Parents must encourage
their children to uphold the culture of read-
ing. Every one of us has a role to play in cre-
ating an educated and informative society.
***
Page 10 Volume 3, Issue 2
NATIONAL BOOK WEEK NCD SECONDARY SCHOOLS QUIZ COMPETITIONNATIONAL BOOK WEEK NCD SECONDARY SCHOOLS QUIZ COMPETITION
2016 NBW CHAMPIONS Jubilee Catholic Secondary (L-R) Cynthia Alloy, Elizabeth Lofena
and Abigail Kafafi with Bradwin Publisher Managing Director Fegsley Risapi.
TT HE NCD National Book Week Second-
ary Schools Quiz Competition was con-
ducted on Thursday the 15th August 2016
at the National Library.
Jubilee Catholic Secondary School was
crowned the 2016 champions of the quiz
competition. Last year’s quiz competition
was won by Tokarara Secondary School.
The competition grand final was between
Jubilee Catholic and Port Moresby Interna-
tional School. The winner Jubilee received
the shield and K500 worth of book while
each participating student received K100
worth of books and K100 cheque each.
The competition was sponsored by Bradwin
Publishers (PNG) Ltd. The managing director
of the company Fegsley Risapi was very
pleased with the standard set and implied
to again sponsor the event next year.
“We will get a multimedia group to come to
capture all the process from day 1 to the
grand final hopefully by next year,” he said.
There are plans to roll out the NBW quiz
competition to the provinces next year with
the help of the National Library and Archives
Services.
Mr. Risapi encouraged the students to read
and warned them against the use of Face-
book on mobile phones.
“When you read books or articles you will
help improve your command of the English
language and your writing,” he said.
Mr. Risapi, a former teacher and curriculum
writer is an author of several children's
books. ***
JJ ICA , the Japanese Aid Organization do-nated a vehicle to the Education Depart-
ment to assist in the QUIS-ME project, an im-provement of mathematics and science text books project on September 28th, 2016.
Speaking during the handover ceremony JICA representative Yoshihiko Chujo said JICA has been working with the Department in early 2000 starting with the EQUITV Project which ended last year and now the QUIS-ME Project.
He said the donation was a step towards im-proving education standards for the children. “The project will take several years for us to see the results but we are determined to improve the standard of the lower primary level. It will take time and we will proceed step by step very
DONATION OF VEHICLE TO QUIS-ME PROJECT
carefully,” Mr. Chujo added.
Titus Hatagen FAS Curriculum and Measur-ment said that the textbooks will be of inter-national standard with Japan renowned for producing excellent math and science re-source materials and will be aligned to the PNG context for schools in the country.
Acting Assistant Secretary for Curriculum Development Steven Tandale thanked JICA for the continuous support, saying the vehicle will make work easier for the Division.
The division will be working very closely with their Japanese counterparts to see the full implementation of the QUIS-ME project.
He said by 2020, the mathematics and science textbooks for the lower primary should be used in all schools in the country. *** JICA representative Yoshihiko Chujo handing over
the key of the vehicle to Titus Hatagen, FAS Curric-ulum & Measurement Wing.
Page 10 Volume 3, Issue 2
T EACHING Service Commission will
dispatch advisers to provinces by
next year, says Chairman Baran Sori.
“The bulk of the teachers, our employees is
isolated from the TSC in Port Moresby. Eve-
ry year a lot of teachers come to Waigani
for pay queries, for appointment queries
and other related issues,” Mr Sori said.
He said every year TSC receives queries
from about 100,000 teachers.
Many of these teachers travel in to sort out
these issues and while some use other
means of communication to reach them.
“We want to be where our teachers are and
that is why we are establishing the TSC in
the provinces with the teachers and attend
to their queries.”
He said for the remainder of this year the
TSC would start with Simbu, Morobe and
Hela.
Simbu has recently opened an office while
the TSC is awaiting responses from the oth-
er two provincial administrations after
sending them a draft memorandum of un-
derstanding.
According to the TSC Chairman, the Depart-
ment of Finance would provide funding in
the 2017 budget for a rollout of advisers.
TSC will initially set up advisory officers in
the provinces with the highest number of
teachers with queries.
He added that other functions of the TSC
adviser would include sitting with provincial
education boards in appointment meetings,
advising on the appointment process and
making sure appointments were done on
merit.
“On discipline, they will not be directly in-
volved. They will only be providing advice;
not only advising the investigating educa-
tion authority in discipline matter but also
advising teachers on correct procedures.”
About 57,000 teachers in the country can
be assured of changes from next year on-
wards. ***
TSC ADVISERS TO BE BASED IN PROVINCES
T he Principals of the Technical Vocational
Education and Training (TVET) Colleges
attended their briefing sessions at the Depart-
ment of Education HQ at Waigani from the 19th
to 21st September, 2016.
The eleven principals came from these Technical
Colleges and an Institute that included:
Port Moresby Business College,
Kokopo Business College,
Bougainville Technical College,
Don Bosco Simbu Technical College,
Southern Highlands Technical College,
Goroka Technical College,
Madang Technical College,
Port Moresby Technical College,
West New Britain Technical College,
Mount Hagen Technical College, and
National Polytechnical Institute, Lae.
The theme of the briefing was “Enhancing Quali-ty Skills Development for a Better Tomorrow” that called for the Department of Education (DoE) to begin to plan strategically to cater for large numbers of students, who leave annually at the end of Grades 8, 10 and 12, as currently experienced.
Many students will leave at the end of Grades 8, 10 and 12 because of limited spaces at the vari-ous levels of education. The TVET sector will face an influx of students leaving at the end of Grades 8, 10 and 12, therefore, it is important that the DoE needs to plan for the expansion.
Acting Secretary Dr. Uke Kombra said that the Government has allocated K602 million this year with K150.5 million to be paid in each quarter.
“The allocation for Quarter One was paid out to schools in Janu-ary and March this year,” he said.
“It is imperative that the TVET
2016 TVET PRINCIPALS’ BRIEFING
sector must prepare itself to be able to pro-vide sufficient spaces for those students en-tering the Vocational Centres, Technical Col-leges and Polytechnic institutions at these different exit points,” Dr. Kombra stressed.
The Acting Secretary also pointed out that it is compulsory for the TVET curriculum to be realigned so that it is of high standard and is on par with international requirements.
“In order to plan and implement the activi-ties relating to the new developments that are taking place, the Principals and Directors of the TVET institutions have to co-operate and manage the establishments satisfactori-ly,” reiterated the Acting Secretary.
The third day of the briefing was used to farewell three distinguished principals who were based in Madang, West New Britain and Port Moresby Technical Colleges as they had reached the retirement age. These prin-cipals included Messrs Patrol Maino, ML, Philip Colada and Allan Tira, who have been TVET lecturers, inspectors and then principals of colleges.
Meanwhile, the TVET Directorate of the De-partment has expressed its appreciation for their commitment and dedication to their profession for more than 30 years of their services. Together the three of them have served the country for 100 years.
On behalf of the Department of Education, the Acting Secretary, Dr. Uke Kombra, PhD thanked the three faithful servants for their loyalty and above all, for imparting their individual knowledge and skills to the many students they have taught during their teach-ing vocations. ***
Principals of the 11 Technical Colleges and Polytechnic Institute with their Department of Education Counterparts
Page 12 Education Pipeline
MINISTER’S SPEECH
DEVELOPMENT CONCERN
‘Literacy is Education,’ is a complete theme. Without literacy or education individu-
als would not be able to support themselves as societal beings. In the modern era literacy enables individuals to compete progressively to sustain their livelihood through accumula-tion of resources. The development of indi-viduals, families, communities and the coun-try therefore depend largely on the literacy level of its population.
Literacy in terms of reading, writing and un-derstanding English as the official language of instruction, is a very basic skill individuals need to acquire in order to advance into other fields of specialization.
That is why the Government of O’Neill/Dion strives to increase the literacy level of the country with the introduction of key interven-tion policies to the education sector.
As it is now, PNG’s literacy rate is low at 56.2% according to the 2000 National Census. The national literacy rate for women is at 51% and male at 61%.
According to the 2010 PNG Household Income and Expenditure Survey Report, there is an increase in the national youth literacy rate from 66.5% in 2008 and 67.5% in 2009 to 78.8% for 14-25 age group and 67.75% for 26-50 age group. Data also show urban youth literacy rate at 93% and rural youth at 73%.
The national female youth literacy rate also increased to 74.6% and the data further show that urban female literacy rate is 92% and rural youth at 71.2%. Overall, nine of the 22 provinces have reached the 70% literacy rate target set for 2010. This implied that our na-tional literacy rate is relatively low hence re-
quires govern-ment’s interven-tion.
WHAT IS THE GOVERNMENT DOING?
To elevate the national literacy rate, the current government has taken education as priority num-ber one, and has invested over K2.7 billion through Tuition Fee Free (TFF) to educate school children from elementary to secondary starting in 2012. The impact of TFF has seen increased growth of chil-dren enrolled in schools. By the end of this year 2.1 million children have been enrolled in schools throughout the country.
It is common knowledge that education is the tool for success. This Government believes edu-cation would influence all forms of developmen-tal aspirations of this country as outlined in the PNG Development Strategic Plan (PNG-DSP) through enabling policies like Standard Base Curriculum, infrastructure development, sys-tems strengthening and use of information, communication technology (ICT) among others.
The Department of Education (DoE) is address-ing literacy and numeracy through formal edu-cation from elementary preparatory to grade 12. One obvious challenge is that when children exit from grades 8, 10, and 12, they would not get further support when both parents are illiterate. This is why the DoE is supporting basic literacy and numeracy training programs for adults and
out of school youth in the country through the National Litera-cy Awareness Secretariat (NLAS).
I will ensure the DoE pro-vides the re-quired level of
support to NLAS and its programs, and also for DoE to strengthen inter-departmental collaboration in supporting adult literacy programs.
In PNG, literacy and numeracy are vital skills for one to essentially contribute meaning-fully towards the development of his or her province and this country as a whole. This has prompted the government to prioritize improved education services to be deliv-ered to all the provinces in PNG.
CONCLUSION
More effort is required from every sector of the community to raise the level of literacy in PNG. When we all play our part, every Papua New Guinean will become literate and numerate and will be able to partici-pate meaningfully in the socio-economic development of our country. I wish everyone to be mindful of our placing in the developing world, and prioritize liter-acy, which is education as the number one priority or stepping stone in our advance-ment as a nation.
I congratulate every teacher, student and administration in East New Britain for hosting the 2016 NLW and wish you success in commemorating this special event.
………………………………… HON. NICK KUMAN, MBE, MP Minister for Education
Page 13 Education Pipeline
ACTING SECRETARY’S SPEECH
INTRODUCTION
The National Literacy Week is a national event in the annual Education Calendar that is com-
memorated by all the students, teachers and the community members every year throughout the country.
I also would like to acknowledge an excellent work the authorities and officers of East New Britain Provincial Administration, Provincial Division of Education, our School Standards and Guidance Officers, Boards of Manage-ment and Governors, Teachers, Government Agencies and the Ground Committees of the Districts have done leading to today’s launch.
THEME OF THE NATIONAL LITERACY WEEK
This year’s theme for the National Literacy Week is:
English: “Literacy Is Education”;
Tok Pisin: “Kisim Save – Rit Na Rait”
Motu: “Duhaia Torea Be Aonega”;
Konua: “Kap Ra Minatoto – Nilukluk Ma Tutumu.”
Similar to the Department of Education theme (Quality Education and Training For All), it calls for all of us to work together to promote and take ownership of literacy through Standard Based Education (SBE) and informal literacy programs.
The Department of Education has an obliga-tion to educate every Papua New Guinean because our Government has declared to provide basic education to its citizens through the present standard based educa-tion. Through SBE, it will help to improve the national literacy rate.
Currently, according to the 2000 National Census, the national literacy rate is 56.2%. To improve the national literacy rate, the government continues to support education through Tuition Fee Free (TFF) since 2012 to educate 2.1 million school children at ele-mentary to secondary. Vocational schools, FODE centres and permitted schools are also benefitting from TFF.
PROVINCIAL OBLIGATION
As known already, literacy is still a concern in Papua New Guinea because its literacy rate
is low at 56.2%.
It is signaling that, it is time all the provinces placed more emphasis on all litera-cy related activities linked to national targets and they should have adequate fund-ing to implement them at Provincial, Districts, Local-Level Governments, and right down to the Wards levels. Such action will help improve the provincial liter-acy rates and the country as a whole.
CONTRIBUTIONS FROM THE CHURCHES
AND NON-GOVERNMENT ORGANISATIONS
TOWARDS LITERACY INITIATIVES
Our churches’ and non-government organisa-tions’ efforts in providing both the children’s and adult’s literacy programs using their own resources, instead of waiting for government hand-outs must be acknowledged.
In PNG education, we value the current part-nership we have with the churches and non-government organisations as they truly sup-port the education of Papua New Guineans enrolled in formal and informal settings.
RECOGNITION OF PAST LITERACY ADVOCATES
The Department of Education salutes past committed officers, groups and individuals who have contributed immensely towards raising the literacy rate in various provinces in PNG. Without these committed people, the PNG literacy rate would not have improved in the 21st Century.
EAST NEW BRITAIN PROVINCIAL LITERACY RATE
According to 2000 National Census, the literacy rate for ENBP was at 81.6%, while in 1990 its literacy rate was 73.4%. As noted, the literacy rate for ENBP improved by 8.2%. It can be assumed that, by this year, its literacy rate would have markedly improved.
STRATEGIC PLAN FOR LITER-ACY PROGRAMS
It is crucial that all provinces
in the country plan for literacy programs that are achievable so that the literacy rate is im-proved compared to 2000. PNG as a whole will depend on the provincial literacy plans so that indicators are achieved.
The Provincial Coordinators who implement literacy programs will need the support of their Provincial Administrations so that planned literacy programs are conducted.
CONCLUSION
To conclude, let me wish you a safe and en-joyable National Literacy Week and good luck to all the students and their teachers in their organised activities.
Let us all work together towards improving Papua New Guinea’s literacy rate.
Thank you and God bless you all.
DR. UKE KOMBRA, PhD Acting Secretary
OCTOBER
AUGUST
NOVEMBER
DATE TASKS
4 Heads of institutions to complete and forward monthly staff returns for October to PDoE and NDoE GESD.
7 EDA 212 and TSC form 26 applica-tions opens for 2017. PEBs to submit Form EDA 212 for creation of new schools/amendments in 2017, and TSC Form for creation, abolition or reclassification of position on ex-isting institutions in 2016 to GESD and TSC respectively. Deadline for submitting Forms EDA 212 and TSC Form 26 for 2017 is March 31, 2016. (NB: Early procession of elementary forms is important.
7-11 TVET National Ratings
14-18 Combine Regional Rating Confer-ence for the Southern and Momase regions.
14-18 SGD Directors and Superintendents 2017 Planning Meeting.
21 Deadline for all Grade 12 SLF to be at OHERST.
24-27 BASIC EDUCATION EXAMINATIONS —GRADE 8 (4 DAYS ONLY)
28 Appeals against TSC Appointments close with Chairman Appeals Com-mittee TSC.
31 NDoE (HROD) distribute RoDSS and Form EDB 012 to provinces.
31 PEAs to provide TSC with readmis-sion forms.
31-Nov 4
Combine Regional Ratings Confer-ence for the NGI and Highlands regions.
DATE TASKS
1 Competency Based Training facili-
tated by TVET Division for selected
provinces.
1 Heads of institutions from elemen-
tary to high/secondary NHS & FODE
to forward Students Quarterly
Returns to NDoE, GESD.
3 Heads of institutions to complete and forward monthly staffing re-turns for September to PDoE and NDoE GESD.
3 TERM 4 commences for all schools and vocational centres , PNGEI and PTCs. BCs and TCs (See TED and TVETD circulars for details).
3 Appeal against TSC appointment closed.
3-7 Basic Education Board of Studies Meeting
4-8 Implementation Training facilitated by TVET Division for selected prov-inces.
10-14 LOWER SECONDARY SCHOOL EXAMINATIONS—GRADE 10 (1 WEEK ONLY)
13-14 NEB MEETING NO: 194
17-21 Provincial Mini Ratings Conference for Elementary and Primary.
17-26 UPPER SECONDARY SCHOOL EXAMINATIONS—GRADE 12 (2 WEEKS ONLY)
19 School Registration Committee (SRC) Meeting No. 3 to process EDA 212 Application Forms for 2017 schools.
21-21 PEAs and NDoE divisions advise TSC of teachers who are not to receive PBS or allowances.
Page 14 Education Pipeline
DATE TASKS
28-
Dec 2 NATIONAL HIV/AIDS WEEK
28-
Dec 2 GRADE 11 NATIONAL SELECTIONS
1 Heads of institutions from elemen-
tary to high/secondary NHS & FODE
to forward Students Quarterly
Returns to NDoE, GESD.
1 Heads of institutions to complete and forward monthly staff returns for November to PDoE and NDoE GESD.
9 TERM 4 ends for all schools and vocational centres, PNGEI & PTCs. TCs and BCs (See TED and TVETD circulars respectively).
13 SGD forward planning workshop for
2017.
16 All DoE division complete Public
Service Staff Appraisal for
01/07/16—31/12/16 to be sub-
mitted to Supt. SDU
25 CHRISTMAS DAY
26 BOXING DAY
DECEMBER
Page 15 Volume 3, Issue 2
A C T I N G S E C R E T A RY ’ S M E S S A G E
AA s we have come to
the end of 3rd quar-
ter I would like to thank
everyone for your time and
tireless effort in implementing the major
tasks we set out to accomplish this year.
Despite the financing difficulties the depart-
ment is facing we were able move forward.
The prudent management in the national,
provincial and institutional level is very
much appreciated and acknowledged.
We have received the 3rd component
(K37.7 million) of the TFF for the third term
and it will be remitted into the school ac-
counts at the commencement of Fourth
Term during the first two weeks of October.
At the national level the department has
yet to receive half of its operational budget
allocation, the next 3 months will be tough
to fully implement the remaining planned
activities and programs due to the difficult
economic situation.
The department has closed its internal ac-
counts on the 30th of September which is
earlier than normal and scaled down on
other non-essential activities.
The following critical departmental activi-
ties will be given funding priorities over
other programs:
2016 National Examinations
Grade 10 and Tertiary students selec-tions
National High School students travel
Payment of outstanding debts
Payment of Utilities
2017 Start of the School Year requirements
ICT systems operation payments
Rentals & Education benefits for Non-Citizen officers
Leave Fares and
Other activities approved by the Internal Expenditure Control Committee (IECC).
To save costs all workshops to be held outside
Port Moresby are cancelled. All travels out to
provinces by groups or individuals must have
my approval.
In addition, all phones at the education head-
quarter will be disconnected except for certain
officers like the branch heads and assistant
secretaries for their respective divisions. All
sectional heads will make sure that all the com-
puters and lights are shut before going home.
As we face this difficult times I also call on
schools and parents not to rely on handouts
and the TFF components only to establish
school projects, improve facilities and the man-
aging of schools.
All stakeholders must take ownership and take
initiatives to come up with self-reliance projects
to benefit the children.
The school boards and parents must come up
with their own money generating activities to
sustain themselves.
“The schools and parents must not sit back and
rely on handouts but make it their responsibility
Education Pipeline newsletter is a quarterly publication by the Policy and Research Wing of the National Department of Education.
For suggestions, comments, articles of interest & photographs send to: Education PIPELINE Newsletter Media and Communication Unit Department of Education P.O. Box 446, WAIGANI, NCD Papua New Guinea
Phone: (675) 301-3567 or 301-3568 Fax: (675) 301-3496
Email: [email protected] [email protected] [email protected] [email protected] [email protected]
to work harder and show their support to
improve facilities and enable a good teaching
and learning environment for their children.”
Many schools in the country must be com-
mended for working with parents, school
boards and teachers resulting in positive
developments.
We must eradicate this mentality of
handouts and I appeal to all stakeholders to
play a positive role in ensuring there is con-
ducive teaching and learning environment
for the children to complete this school year.
Conclusion
I appeal to everyone for your cooperation
and understanding in this trying time.
I once again thank and acknowledge the
commitment shown by our teachers, public
servants, and the parents for the successful
completion of the 3rd quarter of this year.
God Bless Papua New Guinea.
DR UKE KOMBRA, PhD
ACTING SECRETARY FOR EDUCATION
THE construction of Milne Bay Teachers College under the Church-Government partnership agreement between
the Milne Bay Provincial Government and Catholic Church.